Teaching and measuring critical thinking as a Mmans of improving appraisal of conspiracy theories
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Date
2024
Authors
O'Mahony, Cian James
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Publisher
University College Cork
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Abstract
The research questions underlying this thesis are centred around the following question: how can we measure and teach critical thinking skills as a means of improving critical discernment between plausible and implausible conspiracy theories? For this purpose, this thesis consists of four studies that aim to address a core gap in the existing literature. First, there has been no review to date that has comprehensively compared the efficacy of psychological interventions to challenge conspiracy beliefs. To design interventions to increase critical appraisal of conspiracy theories, there needs to be a review to see how both interventions and measurements for conspiracy ideation have been handled to date. Second, in order to teach critical appraisal of conspiracy theories, there needs to be a way of measuring whether participants are learning those skills. In Study 2 I design a novel assessment to achieve this goal. Third, there needs to be an experimental study to establish whether critical appraisal of conspiracy theories can be increased by way of promising interventions. Based on the most effective interventions identified in Study 1, there needs to be a direct comparison to identify which interventions are the most effective at increasing critical appraisal of conspiracy theories. Finally, I want to ascertain whether the principles we learned from Study 3 can be condensed into a serious game that would likely be more enjoyable to take part in and motivate more people to enrol in this intervention.
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Keywords
Critical thinking , Conspiracy beliefs , Intervention
Citation
O'Mahony, C. J. 2024. Teaching and measuring critical thinking as a Mmans of improving appraisal of conspiracy theories. PhD Thesis, University College Cork.